Response to Intervention (RtI): Evidenced-based Practices and Technology Particularly the Ipad and...

Response to Intervention (RtI): Evidenced-based Practices and

Technology Particularly the Ipad and Tablet Devices

Dr. Betsy Flener

Copyright Betsy Flener Ed.D. 2012

Definition

Response to Intervention is an effort to improve the academic and behavior skills of students. It is a data-based decision making program that monitors how well students respond to instruction


Core Components

School wide screening of all students Effective early intervention Evidenced-based interventions Continuous progress monitoring Depending on progress, the intensity of

intervention may increase Interventions and decisions are data driven


Typical Screening and Monitoring Tools/ Issues

AIMS Web Curriculum Based Measurement in Reading DIBELS easy CBM mClass Math Orchard Software Star and Star Enterprise Scholastic Vanderbilt RtI Monitor


The Case for Students with Visual Impairments

RtI can benefit all students Students are at a loss if we wait to intervene Percentage of unemployed working age

individuals with visual impairments Data showing the disturbing percentages of

students with visual impairments in grades 3 through 10 who do poorly on statewide reading achievement tests


Levels

Tier 1: Quality Classroom Instruction• Provide ACCESS to and progress in the general

education curriculum• Differentiate instruction• Apply Universal Design for Learning to traditional

strategies• Front-load learning to increase student success


Access

Appropriate selection of literacy media Text to speech (i.e. Read and Write Gold, Kurzweil

1000, Kurzweil 3000) Audio and screen readers Use of optical devices Screen magnification hardware and software Technology to access Interactive Boards and White

Boards Use of Ipads, Kindles, Nooks etc. Keyboarding skills, note takers, apps for writing and

note taking. Copyright Betsy Flener Ed.D. 2012

Apps for Access with the IPad

Built in Accessibility– Zoom– VoiceOver– Various other features

Magnification– Easy Reader– iMagGlass– Magnifier– ICanSeeFree


Apps for Access (Cont’d)

Accessing Interactive and White Boards– Doceri Software for Mac and Ipad ($30.00– iDisplay ($4.99)– JoinMe (free)– Tether (free for Mac)– Splashtop Whiteboard ($19.99)– Team Viewer HD (free)


Apps for Access (cont’d)

Presentations– Keynote ($9.99)– SlideShare (use SlidebySlide App that is free)– SlideShark (free and great reviews)– SlidePad ($3.99)



Apps for Writing– Penultimate ($0.99)– PaperDesk ($3.99)– Smart Writing Tool ($8.99)– Notability ($0.99)– Notetaker HD ($4.99)



Recording – Audionote ($4.99)– Notability ($0.99)– Dragon Dictation (free and this is a phenomenal

App)– QuickVoice ($2.99)


Differentiated Instruction

Approach teaching and learning for diverse learners

Alterations in curriculum, instruction, and assessment

Recognizing students’ varying background knowledge, readiness, language, preferences, and interest


Levels (cont’d)

Tier 2: Focused, aligned, and targeted supplemental instruction

• Differentiated, scaffolded, and targeted instruction• Small group size• Careful monitoring and charting• May change variables: time of day, group size,

additional time, focus/instruction, materials/ curriculum


Levels (cont’d)

Tier 3: Intensive interventions• Instruction provided by a reading specialist, special

educator, or other person qualified to teach students who struggle

• Homogeneous or small group instruction and/ or individual instruction

• Often 30 to 60 more minutes added to instruction child is receiving in the general curriculum


Evidenced-based for Visually Impaired: Reading and Writing

1. Braille readers may be better able to process oral information than large-type readers (Brothers, 1971).2. Haptic perception is sustained over time (Anater, 1980), suggesting that concrete hands-on experiences might enhance learning.3. Reading Braille with the left hand may be more effective than reading it with the right hand (Hermelin & O'Connor, 1971).4. Reducing the number of words in a Braille reading passage may not result in increased speed or comprehension (Martin & Bassin, 1977)


Evidenced based for VI (cont’d)

5. Poor Braille quality can slow down reading rate and accuracy (Millar, 1977,1987).

6. Drill-and-practice in Braille can lead to increased reading achievement, faster silent and oral reading rates, fewer reading errors, and greater comprehension (Flanagan, 1966; Flanagan & Joslin, 1969; Kederis, Nolan, & Morris, 1967; Layton & Koenig, 1998; Mangold, 1978; Umsted, 1972).

7. Braille reading comprehension decreases when other stimuli compete for the student’s attention (Millar, 1988,1990).


Evidenced-based for VI (cont’d)

8. Leaving out words might decrease the amount of time it takes to read, but it does not increase comprehension, although it has a greater impact on news passages than it does on science or fiction passages (Martin & Bassin, 1977).

9. Training in and use of low-vision devices increases oral comcomprehension, reading speed (oral and silent), and the amount of reading accomplished (Corn, Wall, & Bell, 2001; Lackey, Efron, & Rowls, 1982; LaGrow, 1981; Smith & Erin, 2002).


Evidenced-based Practices for Students with Visual Impairments: Math

1.Use of concrete mathematics aids can increase computation accuracy (Beicastro, 1993; Champion, 1976/77; Hatlen, 1975).

2. Comprehension of mathematics concepts can be increased with use of the Talking Calculator (Champion, 1976/77).

3. The English Language Grammar Method (a method of teaching mathematics by comparing it to English sentence structures, based on the work of Thorndike [1924] ), may improve computation (Sharpton, 1977).


Evidenced-based for VI (cont’d)

4. Instruction in finger-math (using the fingers for computation) may increase computation accuracy (Maddux, Gates, & Sowell, 1984).

5. There is conflicting evidence concerning the effectiveness of the abacus (Kapperman, 1974, Nolan & Morris, 1964).

6. Computation using the Braille writer may be more accurate than either mental calculation or use of the abacus (Kapperman, 1974).


Additional Studies

Emerson et al. (2009) examined the factors of age, etiology of visual impairment, family attitudes and behaviors regarding literacy activities, class size, and time spent with a teacher of students with visual impairments blindness

Clark-Bischke & Stoner (2009) examined the spelling skills in the written compositions of 20 students who read braille.

Wetzel and Knowlton (2000) compared the reading rates of 24 adult print readers and 23 adult braille readers on three reading tasks: oral reading, silent reading, and studying.


Studies (cont’d)

Eskenazi (2011) studied scaffolding and telegraphic text in an attempt to increase reading speeds of deaf-blind and blind consumers– Reading rates incrased when non-essential words

were removed from story– Identified list of concrete words to removed– Scaffolding allowed more people to remember

more details but did not improve reading rateCopyright Betsy Flener Ed.D.

2012

Evidenced-based Program specifically for VI

Mangold Developmental Program of Tactual Perception and Braille Letter Recognition


Adapted Programs for Visually Impaired

Read Naturally (are working on an App) Wilson Reading Reading Recovery (can be easily adapted)


Additional Approaches

• Cloze procedure• Language experience• Fluency

• Shared reading• Paired reading• Echo Reading


Best Literacy Practices according to the International Reading Association

Authentic meaning, reading for pleasure, to accomplish a task

High quality literature Integrate a comprehensive word study/

phonics program into reading and writing instruction

Multiple texts that link and expand concepts Balanced teacher and student led discussion


Best Literacy Practices (cont’d)

• Build a whole class community that emphasizes important concepts and builds background knowledge

• Work with students in small groups while others read and write about what they have read

• Give students plenty of time to read in class• Give students direct instruction in decoding and comprehension

strategies, balance direct instruction, guided reading, and independent learning

• Use a variety of assessment techniques


Apps that Assess Reading Deficiencies

Reading Remedies ($0.99) Smarty Pants School ($9.99)


Apps for Literacy Instruction

Print Awareness– Book Creator ($4.99)– Pictello ($18.99)– Scribble Press (free)– Read with Me (awesome for parents)

Phonological Awareness– Word Wizard ($1.99)– Five Sharks Swimming in the Pond ($2.99)– SuperWhy ($2.99)– ABC Pocket Phonics ($2.99)– Teacher Created Activities with Sounding Board



Engaging Students– I Like Books (free)– Itsy Bitsy Spider ($1.99)– The Monster at the End of this Book ($3.99)– The Cat in the Hat Books (free for Lite versions)– Little Critter Books (some are ($0.99)– Old MacDonald Had a Farm ($1.99)– Trucks ($1.99)– ReadMeStories (free for Lite)



• Fluency• Reading Rainbow (free with subscription• Dr. Seuss Books• TumblebooktoGo Munsch 6pk ($5.95)

• Phonics– Interactive Alphabet ($2.99)– Phonics Genius (free)– PhonicsRead with McGuffey Lite (free)– My Word Reader ($4.99)



Comprehension– Reading Sketch (Lite version is free)– Learning A-Z – Various Books mentioned

Writing– Story Builder ($7.99)– Scribbe Press (free)– Sentence Builder ($5.99)


Tools for Fluency

Timer on Fire ($0.99) Fluency Timer (free) Timed Reading ($1.99)


Apps for Older Students

AudioNote ($4.99) Evernote (free) Scratch Work (free)


Considerations

Time Visual field defects Fatigue Color Clutter and complexity Contrast


Considerations (cont’d)

Size of image The need for descriptions Appropriate tactile images


References

Clark-Bischke, C. & Stoner, J. (2009). An investigation of spelling in the written compositions of students who read braille. Journal of Visual Impairment and Blindness, 103 (10),553-563.

Emerson, R. E., Sitar, D. Erin, J. N., Wormsley, D.P., & Herlich, S. L. The effects of consistent structured reading instruction on high and low literacy achievement in young children who are blind, Journal of Visual Impairment and Blindness, 103 (10), 595-609.

Erin, J.N. & Koenig, A. (1998). The student with a visual disability and learning disability. Journal of Learning Disabilities, 30 (10), 309-320.

Eskenazi, M. (2011) Increasing braille radio reading speed for deaf-blind consumers. Retrieved from:

http://www.nprlabs.org/media/research/ar/br/Increasing%20Braille%20Radio%20Reading%20Speed_NIDRR_ICART_Eskenazi.pdf

Ferrell, K. (2006).Evidenced-based practices for students with visual disabilities.


References

Response to intervention procedural manual. Franklin County Schools, TN. franklincountyschools.k12tn.net/RTI.pdf

Response to intervention (RTI). www.nickey.org/Pages/RTI.aspx

Texas school a key partner in developing resources for blind and visually impaired students. www.readnaturally.com/company/news_brailletx.htm.

What is evidenced-based reading instruction? http://www.reading.org/Libraries/Position_Statements_and_Resolutions/ps1055_evidence_based.sflb.ashx


http://www.nickey.org/Pages/RTI.aspx

http://www.readnaturally.com/company/news_brailletx.htm

http://www.reading.org/Libraries/Position_Statements_and_Resolutions/ps1055_evidence_based.sflb.ashx

http://www.reading.org/Libraries/Position_Statements_and_Resolutions/ps1055_evidence_based.sflb.ashx

References

Koenig, A.J., & Farrenkopf, C. (1997). Essential experiences to undergrid the early development of literacy. Journal of Visual Impairment and Blindness, 91, 14-24.

Koenig, A. & Holbrook, C. (2000). Foundations of Education, 2nd Edition. New York, NY: American Foundation for the Blind

Parker, A. & Pogrund, R. (2009). A review of the research on the literacy of students with visual impairments and additional disabilities. Journal of Visual Impairment and Blindness, 103, 635-648.


References

Wetzel, R. & Knowlton, M. (2000). A comparison of print and braille reading rates on three reading tasks. Journal of Visual Impairment and Blindness, 94 (3), 146-154.

Wormsley, D. P. & D’Andrea, M. F. (1997). Instructional strategies for braille literacy. New York, NY: American Foundation for the Blind.


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